Coherent Curriculum Research Articles

“Theatre in the ‘Engaged University’: A Context for Habermas’s Communicative Action”

Throughout its history, the American university has learned to accommodate divergent functions—theological, humanistic, vocational, and scholarly, for example—that have been organized into curricula, and legitimized on the basis of changing ideas about the uses of knowledge. The growth of theatre studies has been complex and multifaceted but, in the end, its generalizable characteristics can be understood to fall into two prevailing curricular orientations. The first, an aesthetically-oriented curriculum, teaches the values of the liberal humanist approach. The second, a market-oriented curriculum, is characterized by professionalism and vocationalism. These formulations mark the triumph of “Enlightened” objectivity that has afflicted our practices with discordant beliefs about whether to teach humanistic content or the crafts of theatrical production. In the 1930s, this debate came to be identified as a dichotomy between “craft” or “culture.” 1 The field has never resolved this clash and is still mired in disagreements about whether to emphasize intellectual growth or technical skills, or whether and how to do both. Currently, liberal arts education embraces a market-oriented, utilitarian aim as students’ intentions for the bachelor of arts (B.A.) degree have changed from developing a philosophy of life to that of preparing for economic security. 2 This trend is especially troubling for theatre studies because it raises questions about the ethics of professional training for a labor market with so few careers. All too often now an entrenched dichotomy frustrates efforts to teach a theoretically coherent curriculum. Both foundations of the theatre curriculum—the liberal arts and the pre-professional—have been exhausted. Programs are notoriously disjointed and dysfunctional, quagmires of turf battles, ideological discrepancies, and fiscal scarcity. So in its 200 year struggle for recognition worthy of its potential in liberal arts education, theatre’s disciplinary potency and integration with larger university concerns remain illusive. The field often suffers, in sum, from a crisis of legitimacy. But educational dispensations are neither monolithic nor neutral, not intransigent but malleable.

Curriculum coherence and national control of education: issue or non‐issue?

Recent studies show that national control of K–12 curriculum yields important payoffs in terms of greater curricular coherence and, as a result, higher test performance on international tests such as those used in the Third International Mathematics and Science Study. This paper examines the connection between national control of curriculum and curricular consistency and coherence, a variable known to have a positive impact on student test‐score performance. The results of several analyses reveal that national control of curriculum, viewed apart from the most important ‘function’ associated with such control (i.e. enhanced credibility), makes no contribution to curricular consistency or coherence.

L’élaboration d’un cursus en anesthésie: principes théoriques fondamentaux

Educational theories provide a guiding basis for coherent medical curriculum development and instruction in a similar way that evidence-based medicine provides a rational basis for medical treatment. The purpose of this review is to provide general organizational, theoretical and educational principles for developing or modifying an anesthesia curriculum. This paper draws from the general educational and cognitive psychology literature, the medical educational literature from the period 1996-2006, as well as our experience in renewing the anesthesia clerkship curriculum at McMaster University. Successful curriculum development includes the consideration of stakeholder needs, organizational issues, funding and sustainability, curriculum design, implementation and evaluation. Curriculum design includes the development of curricular goals and objectives, determination of the content and its organization, instructional methods and strategies, and assessment of the learners. Curriculum evaluation is used to judge the curriculum's merit and worth. The findings and recommendations from these evaluations feed back into the curriculum development cycle for further curricular improvements or modifications. The current medical environment requires a responsive and efficacious curriculum that is able to keep up with its rapid pace of change. By providing a discussion of the educational and theoretical principles which underpin coherent curriculum development, this paper advocates a rational, theory-based approach to curriculum development.

Towards coherent science and technology education

The integration of science and technology education has been a topic of worldwide debate. However, the focus of the debate has been too much on the degree of integration of subjects at the expense of such important but related issues as the nature of the constituting disciplines, educational levels (state, school, classroom), and the objects of integration. Integration should be seen from the perspective of curricular coherence. Coherent science and technology education (CSTE) should pay attention both to uninterrupted learning on the part of students and to the nature of the constituting disciplines. This paper describes a study exploring CSTE practice in nine junior‐secondary schools in the Netherlands. It recommends a framework to promote CSTE by stakeholders at the state, school, and classroom levels.

Class Size and School Size: Taking the Trade-Offs Seriously

Class Size and School Size: Taking the Trade-Offs Seriously Douglas N. Harris Small classes and small schools appear to have educational benefits for students. In small classes, children experience fewer disruptions and receive more personal attention and individualized instruction. Likewise, in small schools, students appear to feel safer and less likely to get "lost in the crowd" and teachers are able to provide a more coherent curriculum. There is a large research literature, including many of the papers in this volume, suggesting that these qualities of the learning environment translate into actual gains in student achievement and attainment.1 But nearly all previous studies on the benefits of small classes and schools ignore the other element that is of equally great interest to administrators and policymakers—the costs. Resources that go to small classes and small schools cannot be used to buy laptops for teachers, raise teacher salaries, increase professional development, add pre-kindergarten programs, or purchase new textbooks. That does not mean, of course, that smaller settings are necessarily unwise, but it does mean that they entail the loss of some opportunities. The purpose of this paper is to provide evidence about the benefits and costs of smaller educational settings and thereby provide guidelines for developing school resource policies that maximize educational outcomes. Below, I refer to these as the efficient or "optimal" resources, though it is important to recognize that other research on this topic, such as the paper in this volume by Ready and Lee, uses the term "optimal" even when they are excluding costs and considering only the benefits of resources. [End Page 137] The first step in estimating optimal resources is to consider the actual costs of smaller classes and schools. Most of these are relatively easy to identify and measure. To reduce class size, schools must either hire more teachers or have existing teachers work longer hours; they also must reconfigure existing classroom space or provide additional space in portable structures or new buildings. In the case of small schools, facility costs also figure prominently, especially for items such as gymnasiums and offices, which generally have to be replicated in every school. Other costs that are more difficult to measure arise because small settings reduce opportunities for productive use of resources: for example, a teacher who is effective in teaching math may be less able to use that skill in a small school if he or she has to spend time teaching other subjects such as science. In large schools, teachers are better able to specialize. Interestingly, education researchers, including economists, pay little attention to these or any other costs, and in the case of small classes and schools, the few studies that do exist do not yield entirely consistent conclusions. Part of the problem, as I show below, is that there are different ways to combine costs and benefits, and some are better than others. Costs and benefits also vary across circumstances—urban versus rural schools, elementary versus high schools—so some of the apparent contradictions are just reflections of differences in what is optimal in different situations. Through a review of past studies and additional analysis, this paper draws some tentative conclusions about class size and school size, but it also suggests that most of the important questions require future study. The fact that there is no clear evidence supporting the value of small classes and small schools has not, however, prevented policymakers at all levels from devoting substantial resources, particularly to smaller classes. Table 1 shows that the pupil-teacher ratio has dropped from 22.3 to 16.2 since 1970.2 Adjusting for changes in the number of pupils, that represents a nearly 40 percent increase in the number of teachers. Also, note that pupil-teacher ratios in elementary schools, which historically have been larger than those in secondary schools, actually dropped below those in secondary schools for the first time in 2000 and have remained there since. School size also has changed, but not as much. Average school size has increased by about 9 percent since 1980, although that small percentage partly reflects the disproportionate increase in the number of special schools—vocational, alternative, and combined elementary-secondary...

Learning to Foster Builders of Knowledge Economy

Graduates' capacity for dealing with the six challenges of the knowledge era is critical for their success as builders of knowledge economy. This paper argues that developing such a capacity requires authentic learning models that are grounded in interdisciplinarity. The integration of ecological educational models and organisational learning theories is suggested as an effective vehicle for formulating authentic learning strategies. A Participatory Action Research methodology, including Reflection-in- and on-Action, is used to collaboratively foster a productive learning environment where all learners, both students and teachers, create, test and refine strategies for learning for the knowledge era. This process is structured through an integrated learner-centred learning model, which evolved over three years. Inspired by developing competencies for the knowledge era, learners collaboratively foster a culture of deep learning and initiative – a prerequisite for leveraging the opportunities presented by contribution-oriented pedagogies. Coherent curricula that are meaningful for students now, and in the future, are co-developed by inter-connecting content with interactive classroom sessions, assessments and course evaluations. Students' capacity for succeeding in the information age is developed through leveraging modern technology. Findings suggest that the new learner-centred learning model successfully engages students in developing their attributes as graduates poised to build knowledge economies.

Conceptual boundaries and distances: Students' and experts' concepts of the scale of scientific phenomena

To reduce curricular fragmentation in science education, reform recommendations include using common, unifying themes such as scaling to enhance curricular coherence. This study involved 215 participants from five groups (grades 5, 7, 9, and 12, and doctoral students), who completed written assessments and card sort tasks related to their conceptions of size and scale, and then completed individual interviews. Results triangulated from the data sources revealed the boundaries between and characteristics of scale size ranges that are well distinguished from each other for each group. Results indicate that relative size information was more readily understood than exact size, and significant size landmarks were used to anchor this relational web of scales. The nature of past experiences situated along two dimensions—from visual to kinesthetic in one dimension, and wholistic to sequential in the other—were shown to be key to scale cognition development. Commonalities and differences between the groups are highlighted and discussed. © 2006 Wiley Periodicals, Inc. J Res Sci Teach 43: 282–319, 2006

Accuracy of scale conceptions in science: Mental maneuverings across many orders of spatial magnitude

The use of unifying themes that span the various branches of science is recommended to enhance curricular coherence in science instruction. Conceptions of spatial scale are one such unifying theme. This research explored the accuracy of spatial scale conceptions of science phenomena across a spectrum of 215 participants: fifth grade, seventh grade, ninth grade, twelfth grade, and doctoral students in science. Conceptions spanning sizes from one nanometer to one billion meters were investigated through use of written assessments and individual interviews. Results showed that accuracy of conceptions at small scale were not symmetrical with respect to conceptions at large scale. Large scale accuracy tended to decline in a smooth, uniform fashion as the scale increased, whereas small scale accuracy displayed a discontinuity at the microscopic level. To conceptually interact with scales far removed from human scale, experts used strategies of mentally jumping to a new scale-world. Experts tended not to transition smoothly between the differently scaled worlds but rather to make a discontinuous leap, maintaining abstract linkages between the worlds via mathematics. Implications of these findings for curriculum development and classroom instruction are discussed. © 2006 Wiley Periodicals, Inc. J Res Sci Teach 43: 1061–1085, 2006

The Influence of the Teaching and Learning Environment on the Development of Generic Capabilities Needed for a Knowledge-Based Society

The effect of the teaching and learning environment on the development of generic capabilities was examined through a survey of 1756 undergraduate students at a university in Hong Kong. The survey assessed students' perceptions of the development of the six capabilities of critical thinking, self-managed learning, adaptability, problem solving, communication skills, and interpersonal skills and groupwork. Students were also asked to rate the quality of nine facets of the teaching and learning environment. Structural equation modelling was used to test a model of the influence of teaching on the nurturing of the six capabilities. The model grouped the nine facets of teaching and learning under the three higher-order latent variables of teaching, teacher–student relationship, and student–student relationship. The model showed a good fit to the data, indicating that the teaching and learning environment had a significant impact on the development of the generic capabilities while the students were taking their degree. The teaching latent variable had the strongest effect on the development of all six of the capabilities. A suitable teaching environment was characterised by a focus on understanding, the active participation of students in learning activities, a coherent curriculum, and assessment which focused on analytical skills and self-learning capability. Strong student–student relationships nurtured communication and interpersonal skills. There was a mutually reinforcing effect between the type of teaching, teacher–student relationships and student–student relationships.

Essential Skills for Novice Structural Family Therapists: A Delphi Study of Experienced Practitioners’ Perspectives

The considerable number of essential skills identified in the literature creates a challenge for family therapist instructors and supervisors who must develop a coherent curriculum for clinical training and supervision. This study used a modified Delphi method to obtain a consensus from experienced structural family therapists concerning the most essential skills needed by novice structural family therapists. The therapists concluded that relational skills are of primary importance to establish a therapeutic relationship that would facilitate the structural interventions. A critical component of the relational factor was the ability of the novice therapist to provide a vision of hope to clients and establish expectancy for change. The study provides an added dimension to understanding the essential training needs of novice structural family therapists from the practitioner’s perspective and brings research in essential skills for novice therapists closer to actual clinical practice. Implications for further research and clinical training are discussed.

Curricular Coherence in Assessment Design

Curricular Coherence in Assessment Design

『自然與生活科技領域』創意教學之研究－以虛擬實境爲例

The thing that the virtual reality can do is really a lot, and its strong function is also noticed by everyone already. In fact virtual reality is also very extensive in the application of the education and, the future development is also limitless. The objectives of this research are to establishing Network Virtual Reality Learning Environment, also assist the implementation of merging information science technology into nature and science domain education and explore the impact of network virtual reality learning system to the learning performance of nature and science domain teaching in primary school on ”Nine-year Coherent Curriculum Education System in Nature and Life Science & Technology Domain”. The test samples designed by this research are grade 6 in primary school who receive virtual reality education in Kaohsiung County. The research result shows that children who receive virtual reality education have better learning results than students who receive conventional education. Meanwhile, through the operation of network virtual reality, students have stronger impression about the teaching material, which indicate the special features of network virtual reality in assisting students learning. In addition, the learning activity of network virtual reality has considerable attractiveness. Students are more willing to learn. This also helps them in learning.

Chronic Teacher Turnover in Urban Elementary Schools

This study examines the characteristics of elementary schools that experience chronic teacher turnover and the impacts of turnover on a school’s working climate and ability to effectively function. Based on evidence from staff climate surveys and case studies, it is clear that high turnover schools face significant organizational challenges. Schools with high teacher turnover rates have difficulty planning and implementing a coherent curriculum and sustaining positive working relationships among teachers. The reality of these organizational challenges is particularly alarming, given that high turnover schools are more likely to serve low-income and minority students. The negative relationship between teacher turnover and school functioning, and the fact that turbulent schools are disproportionately likely to serve lowincome and minority students have important implications for both district and school-level policies. Specifically: Teacher turnover rates are one indicator of school health, which school districts should consider when focusing on school improvements. Districts need to begin by developing the means to identify individual schools that experience high levels of teacher turnover. Current district policies in implementing professional development for teachers in low-performing schools are inefficient when teachers do not remain in the schools in which they are trained. In order for low-performing schools to improve, districts need to consider providing incentive programs so that high quality teachers apply for, and remain in, these schools. Future research is needed to address the causal link between turnover, organizational functioning and student outcomes. Additionally, there is a need for research examining district policies that may facilitate teacher turnover within a district, including how districts place and transfer teachers, as well as how teachers’ salaries are budgeted.

Problem-based learning.

Problem-based learning has been used in medical school in a number of different countries around the world for over 50 years, with both undergraduate and graduate students. Instead of the traditional lectures, laboratory practical classes and tutorial system of education, students in small groups are presented with a problem that they must try to solve. They are assisted by a 'facilitator' who helps them formulate the problem and generally advises them but does not supply information. The students have to decide what information they need to solve the problem, find it and communicate it to the others in the group. At this stage a solution may be apparent, but several more group discussions to reformulate the problem followed by re-iterations of the information seeking process may be needed before a solution can be found. The theory is that because information is sought and presented in a relevant context, it is valued and is more likely to be remembered. At the end of the session student reflect on how they performed. Problem-based learning has been criticised from a number of points of view, especially that it does not present a coherent curriculum, the curriculum is not necessarily 'covered', and that in many medical schools the implementation has been less than optimal.

Curricular Coherence in Assessment Design

Curricular Coherence in Assessment Design

Creating coherence: The unfinished agenda

AbstractMost want a more coherent curriculum. Few succeed. What works, and why?

Developing Sustainable Language Learning Pathways: An Australian Initiative

This paper reports some key findings from an external evaluation of an innovative programme for foreign and heritage languages in the Australian state of New South Wales (NSW). The programme, entitled the Languages Continuity Initiative (LCI), was funded by the NSW Department of Education and Training and involved over 200 schools in its initial 1999–2002 period. The aim of the LCI was to improve student language learning outcomes by promoting continuous sequenced language study pathways from the last two years of primary to the first two years of secondary schooling. This involved the provision of a specified number of hours for languages learning in each of four grades, collaborative languages selection and programming across schools, and development and implementation of action plans by groups of linked schools. The paper focuses on four key factors found in the evaluation to assist and inhibit development of sustainable continuous language study pathways and implications for languages learning. Factors identified in the LCI evaluation include the extent of communication and cooperation among partner schools; establishment and acceptance of a coherent cross-school curriculum; continuing access to, and funding for, qualified, skilled and committed teachers; and in-school support and commitment. The article in turn relates the findings to recent research as revealed in a literature review, and concludes with an examination of the impact of such factors on languages learning outcomes in Australian schools.

3. RESEARCH ON TEACHING READING

This chapter builds on prior reviews of reading theory, research, and assessment published in the Annual Review of Applied Linguistics and uses them and additional current research to develop a set of 10 instructional implications for second language reading. The review draws upon both L1 and L2 research to demonstrate support for instructional approaches that (1) ensure fluency in word recognition; (2) emphasize the learning of vocabulary; (3) activate background knowledge; (4) ensure acquisition of linguistic knowledge and general comprehension; (5) teach recognition of text structures and discourse organization; (6) promote development of strategic readers rather than mechanical application of strategy checklists; (7) build reading fluency and rate; (8) promote extensive reading; (9) develop intrinsic motivation for reading; and (10) contribute to a coherent curriculum for student learning. There is empirical support for each of these implications, although at the same time, additional research related to many is needed to further identify aspects of effective L2 reading instruction in particular settings. While further research alone does not guarantee improved reading pedagogy, it provides one means of identifying specific aspects of reading abilities and testing alternative instructional practices and is thus a crucial component in the search for more effective outcomes.

Developing Standards for Language Teacher Education Programs in Indonesia: Professionalizing or Losing in Complexity?

Setting standards for language teacher education programs, liletEI7al5, and evaluation sparks some hope n attempts to improve the quality of the programs. Yet, this very fact augmented by my eaaminaUOn of ten language teacher education programs in Java. Bali, and Lampung (FKIP and PGRI) triggers a critical look at the idea of standard development. In particular, I would like to explore whether it can lead to a better professionalism or we are just lost in the complexity of the standardization itself. This paper consists of four sections. De-parting from an overview of language teacher education programs in Indonesia and the theoretical foindatioils, some major problems in this area are identified. Following this, the discussion is focused on the idea of standard development for language teacher education pro-grams in Indonesia. Eventually, some suggestions are put forth to highlight the need for establishing coherent curriculum framework bridging the two realms of language teacher education and school ini-Iieu as well as providing learners with knowledge base that enables them to cope with complex demands of school settings and more essentially, to act as an agent in the social change process.

Preservice Teachers’ Interpretations of a Field-Based Reading Block

This study examined 28 preservice teachers’ interpretations of a 9-hour, field-based reading block. Qualitative analyses of varied data sources, including surveys, journals, and interviews, revealed that during the block experience the students (a) became more prepared and confident to teach children who experience reading difficulties, (b) developed new conceptions of teaching and learning processes, and (c) gained a more positive attitude toward and respect for the teaching profession. We argue that these preservice teachers’ professional growth was facilitated by an integrated block of courses that affords time, intensity, and richness of experience, and by a learning context consistent with the social constructivist principles. We further suggest that it is possible to design and implement a coherent curriculum that is at once “intensely academic” and “intensely practical,” one that emphasizes the cultivation of professional knowledge and wisdom without losing sight of the need for skills development.